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Locaj Information / LocaJ Information USING COMIC STRIPS TO PROMOTE PHRASAL VERB LEARNING: THE CASE OF MATHAYOM SUKSA SIX STUDENTS AT THUNGTHOENGYINGWATTANA SCHOOL, UBON RATCHATHANI WATTANA CHANA SRI AN INDEPENDENT STUDY SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS MAJOR IN TEACIDNG ENGLISH AS A FOREIGN LANGUAGE FACULTY OF LffiERAL ARTS UBON RATCHA THANI UNIVERSITY YEAR 2012 COPYRIGHT OF UBON RATCHATHANI UNIVERSITY Call n".L;;;~~ Access IlO .......l... .... ~~~· ....·1 Date ..... ~:t\·.)~~~...... J ,J.... -- INDEPENDENT STUDY APPROVAL UBON RATCHATHANI UNIVERSITY MASTER OF ARTS MAJOR IN TEACHING ENGLISH AS A FOREIGN LANGUAGE FACUL TY OF LIBERAL ARTS TITLE USING COMIC STRIPS TO PROMOTE PHRASAL VERB LEARNING: THE CASE OF MATHAYOM SUKSA SIX STUDENTS AT THUNGTHOENGYINGWATT ~A SCHOOL, UBON RA TCHATHANI NAME" MR. WATTANA CHANASRI THIS INDEP~~~~:~S¥~~~.~Y CHAIR ~..SAISUNEE ~N& ..... ~....~ ................:............ COMMITTEE .. (D.~ L.~~ILE~k.~) COMMITTEE (AS;;J:;.DR.APISAK~ DEAN (ASST.PROF.DR.KANOKWAN MANOROM) APPROVEU BY UBON RATCHA THANI UNIVERSITY ............v..ftffi. .......~~.~~............. (ASST.PROF.DR.UTITH INPRASIT) VICE PRESIDENT FOR ACADEMIC AFFAIRS FOR THE PRESIDENT OF UBON RA TCHA THANI UNIVERSITY ACAD2MIC YEAR 2012 .. -~ I ACKNOWLEDGEMENTS I would like to express my sincere thank and greatest appreciation to my IS advisor, Dr.Saisunee Chaimongkol, for her useful and helpful advice, persistent assistance, unfailing encouragement, and valuable feedbacks throughout the IS writing. I also wish to thank my IS committee, namely, Dr.Lugsamee Nuamthanom­ Kimura and Asst.Prof.Dr.Apisak Pupipat, for their useful suggestions and precious comments on my IS. I would like to thank all subjects, Mathayom Suksa six students at Thungthoengyingwattana School, for their participation and co-operation. Further thank belongs to my friends, Denchai Prabjandee, a doctoral student in the U.S.A., who assisted me in downloading intemationaljournal articles and research and also gave me plenty ofuseful suggestions as well as Atchara Simlee, for her assistance in fmding journal articles. A special thank goes to Atchara Choeychoengwit, for her travelling support to the university in case of rainy times. Moreover, I would like to express my sincere thank to all my former and present bosses and colleagues at Ubon Ratchathani Rajabhat University, Ubon Ratchathani Technical College, Det Udom Technical College and Thungthoengyingwattana School, for their understanding and encouragement. Finally, I would like to give the deepest gratitude to my parents, Boonma Chanasri and Thongdaeng Chanasri and all ofmy close relatives for their pure love, good care, unyielding encouragement and spirit and some fmancial support. (Mr.Wattana Chanasri) Researcher II IV , tJYlflAtJ6 jJ tI ~ A I Q d "0 Q a : fl1'l1"'fll'j~tJfftJ (comic strip) l'Vftlff~!ffnlfll'jl'jVtJHl1mV11tl'UfN ., ~ . ~ um;vtJ ~tJiT1i Vllflfl1l1ilfi 6 h ~l;vtJvi~!il~ckj\9lJtJq 1 i~'H l~tllJtl'jl"'1ilUq 1~v ~tl1J1tyqJ1 : fitltJf'l'lff~'jll'H 11rwii~ ffl,.ni".l : fll'j fftl tJ t111l10~ flq11 t~tJ t111l119i H'lh ~ l'YIf'l' C'o (U ! ~~ tI A ~ , <I ~ flln'ilVflHtJlI~~lh~f:HfH'Vftll'lfl1l111 fll'j~tJfftJ (comic strip) ffllllHH.i~!ff111fll'j , " jJ JI !;vtJ ffhfl1Una'lltl~um;utJ '~1I1ml1U~ 1~ milltJ'j~"'l mfi1~1 tJflllflfl1l1fli'~U fitl um;vtJ ~tJ iJliUlIflfl1llil~ 6/1 h~!;utJvi~!i1~~~l\9lJtJlq ihl.fltl&~"'tl~lI•• i~'11'j~tllJ'fI'jl"'1ilU ~ltJ1tJ 30 fltJ It" " " fifiul~t;utJltJ.fllfl!;utJfi 2 i1fll'jflflll 1 2554 tfl~m:Utlfil~1tJfll'jflfl1l1fli'~uflo UlJlJ'VI~fftllJt10tJ ., L;UtJ IIlJlJ'VI~ffOlJ'H"~!;UtJ fhfl1Una ~ltJ1tJ 10 til 'illfl'HU~Utl!;UtJ1"'ltll1l10~flqll.wtJ!ltJ • iI ,,, I 1I'f1!: .fll1l10~flqll!f4l1t~1I 'j~t1lJ~tJiT1iVllflfl1l1ilfi 6 fll{~tJtltJ (comic strip) fiihilfl~tI11a~ltJ1tJ 30 I~tl~ ~tlll'fl~'~t1mh1ll11f1'.il::HI~tl'Hlfl111lU~flI9iH'VI1~ffa~ 1~ul~1tJll!mll SPSS 'II 'II ., Ntl'illflfll'jflfl1l1'VflJ';hfllll ~fll{~tJtltJ (comic strip) ,hud~lff~1Itjm;UtJ ltJfllll;VtJ c "" .. , jI&'!!l J ~ QI ~ d aI d • fIlfl'jU11'f1 ~~'\ItJ ItJ'j~~lJ'HtJ~ 1'Vf'jl~fI~UtJtJlUtlU'\ltl~UlJlJ'VI~fftllJ'H'fI~I'jUtJ (3.43) "l~fl11 fI~UtJtJlUgV'\IO~UlJlJ'VI~fftllJt1tltJl;UtJ (0.83) 1~uijfl111lI9il~mh~ijuvffltiW~fh.. P<O.Ol tldHh d d "' ..... ,.. ..,J,J d fl~lll fI~U tJ tJtu tlU'\ltl~ IIlJlJ'VI~fftllJ'H 'fI~I'j utJ u~ 11 NltJIflW'l'I flH 'HtJ ~'\Itl~fl!:UtJ tJ 1~1I (10) III ABSTRACT TITLE USING COMIC STRIPS TO PROMOTE PHRASAL VERB LEARNING: THE CASE OF MATHAYOM SUKSA SIX STUDENTS AT THUNGTHOENGYINGWATTANA SCHOOL, UBON RATCHATHANI BY WATTANA CHANASRI DEGREE : MASTER OF ARTS MAJOlt TEACHING ENGLISH AS A FOREIGN LANGUAGE CHAIR SAISUNEE CHAIMONGKOL, PH.D. KEYWORDS COMIC STRIP 1PHRASAL VERB The purpose ofthis study was to examine the extent to which comic strips could promote students' phrasal verb learning. The subjects ofthis study were 30 Mathayom Suksa 6/1 students, who were studying in the academic year 2011 at Thungthoengyingwattana School, Det Udom District, Ubon Ratchathani Province, Thailand. The research instruments were a pretest and a posttest containing 10 phrasal verbs chosen from Mathayom Suksa six textbooks for the Fundamental English and the Supplementary English courses and 30 comic strips with phrasal verbs. The pretest and the posttest scores were analyzed by using Statistical Package for the Social Sciences (SPSS). The results indicated that using comic strips to teach the phrasal verbs could somewhat enhance the students' achievement since the mean score ofthe posttest (3.43) was significantly higher than that ofthe pretest (0.83) at P<O.OL However, the mean score ofthe posttest was still lower than halfofthe total (10). IV CONTENTS PAGE ACKNOWLEDGEMENT I THAI ABSTRACT II ENGLISH ABSTRACT III CONTENTS IV LIST OF TABLES VI LIST OF FIGURE VII CHAPTER 1 INTRODUCTION 1.1 Rationale 1 1.2 Purpose ofthe study 5 1.3 Research question 6 1.4 Hypothesis 6 1.5 Definitions ofterms 6 2 LITERATURE REVIEW 2.1 Definition of a comic strip and its components 7 2.2 Comic strips in the classroom 8 2.3 Phrasal Verbs 10 2.4 Problems oflearning phrasal verbs 11 2.5 Previous studies 11 3 METHODOLOGY 3.1 Subjects ofthe study 16 3.2 Research instruments 16 3.3 Duration of the study 17 3.4 Research procedures 17 3.5 Data collection and analysis 19 v CONTENTS (CONTINUED) PAGE 4 RESULTS 4.1 The results 20 S DISCUSSION 5.1 Discussion 24 5.2 Pedagogical implications 28 6 CONCLUSION 6.1 Conclusion 29 6.2 Limitations ofthe study 29 6.3 Recommendations for further studies 30 REFERENCES 31 APPENDICES 39 A The pretest and the posttest 40 B Comic strips for teaching 42 C Comic strips for production and review 53 VITAE S9 VI LIST OF TABLES TABLE PAGE 1 The pretest and the posttest scores 20 2 The number ofcorrect answers for each phrasal verb 22 VII LIST OF FIGURE FIGURE PAGE 1 Example ofballoon designs 8 CHAPTERl INTRODUCTION This chapter includes the rationale, purpose ofthe study, research question, hypothesis and definitions ofterms. 1.1 Rationale Obviously, English has been an international language because it is the most widespread medium ofinternational communication (Sasaki, Suzuki, & Y oneda, 2006). The language is also the official language ofthe Association of Southeast Asian Nations (ASEAN) (Kirkpatrick, 2008). The Kingdom of Thailand is one of the ASEAN members (Association of Southeast Asian Nations, 2008) and regards English as its foreign language. Thai learners at all educational levels are required to take some English courses in order to communicate in various situations, seek knowledge, engage in a livelihood and pursue further education (Ministry ofEducation in Thailand,2008). However, most Thai learners are still not successful in learning English. According to the National Institute of Education Testing Service (2009), the results of Ordinary National Educational Test (0-NET) in the academic years 2008 and 2009 showed that the subject the students were poorest in was English. The mean scores ofEnglish of Mathayom Suksa three students in these two academic years were 32.42% and 22.54% respectively and those ofMathayom Suksa six students were 30.68% and 23.98% respectively. Although the results were from only two academic years, they revealed the low English proficiency ofThai students, so we should reconsider our English teaching and learning more seriously. As an international language and a medium ofknowledge transfer, English is normally used in books, texts or other printed materials ofseveral fields in various countries. Grabe & Stoller (2002) and Ozek & Civelek (2006) claimed that ifstudents were required to read English texts, they needed to rely on English knowledge to help 2 them understand the texts. Hence, English is undeniably very important for acquiring knowledge. In other words, English reading skills are considered very essential because they can help students acquire different areas ofknowledge at various levels of study. According to Aegpongpaow (2008) and Yimwilai (2008), ifstudents have good reading skills, they will be better able to understand the texts and to complete their reading. Unfortunately, some students fail in reading tasks, especially when encountering unknown words, idioms, and complex structured sentences. According to Aegpongpaow (2008), one factor that hinders students' reading ability is the use ofmaterials that are beyond their understanding and do not match their needs. Such materials include those containing unfamiliar words, complex structures, or contents that are not relevant to their daily life. Concerning language, students may encounter new difficult words, phrasal verbs or complex sentences while reading. A phrasal verb is normally composed ofa verb followed by an adverb or a preposition and sometimes both such as "look up" and "take up with" (Hornby, 2005). In terms of semantics, a phrasal verb may have either literal or figurative meaning or sometimes both (McArthur, 1992).
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